Abstract:
A large body of research has examined how children enter the science classroom
with previously formed ideas about the content they will learn. These ideas influence how
the child interprets instruction. This study reversed the investigative focus by exploring
how children's ideas in science influence teaching. Specifically, the study examined how
primary teachers identify student ideas, how they react to student ideas, and how teacher
responses impact students' learning of science.
Two experienced second grade teachers, and one teacher intern were observed,
videotaped, and interviewed over the course of an eight-week astronomy unit. Ten
students in each class participated in pre- and post-instruction interviews to determine
development of content understanding. All interviews and observations were video- and
audio-taped and transcribed for data analysis.
Results indicated that while primary teachers approached science instruction
differently, but children's ideas influenced all three teachers. To identify student ideas
teachers used idea invitation and probing questions. Teacher One used lesson
development, demonstration, explanation, literature connection and scaffolding strategies
to help students change their conceptions. Teacher Two used explanation, literature
connection, and activity debrief strategies to address student ideas. The Intern Teacher
used strategies such as ignoring, partial acknowledgement, and leading that discouraged
the expression of ideas. While students in both classrooms improved in their knowledge,
those with Teacher One had more accurate knowledge of astronomy at the conclusion of
the study.
Science instruction in these classrooms played a major role in developing general
literacy skills. Teachers used whole class and small group discussions, as well as reading
and writing assignments to help students learn astronomy content. Several factors, such as
time, teacher knowledge, and number of students sharing ideas, mitigated delivery of
instruction.
Implications are that children's ideas do play a role in primary teaching by (a)
influencing teacher planning of lessons designed to elicit and address ideas, (b)
encouraging teachers to seek ways of responding to student ideas, including the cycling of
ideas repeatedly in instruction, (c) forming a basis for dialogue and discussion about
science, and (d) informing teachers of areas for improving their own content knowledge.
